Abteilung Pädagogik

Publikationen

Die Abteilung Pädagogik publiziert wissenschaftliche Arbeiten zu vielfältigen Themen. Hier eine aktuelle Auswahl:

Zehner, F., Goldhammer, F., Lubaway, E. & Sälzer, C. (2018). Unattended Consequences: How Text Responses Alter Alongside the Mode Change from PISA 2012 to 2015. Education Enquiry. [Link]

Jerrim, J., Parker, P., Choi, A., Chmielewski, A. K., Sälzer, C. & Shure, N. (2018). How robust are cross-country comparisons of PISA scores to the scaling model used? Educational Measurement: Issues and Practice. doi: 10.1111/emip.12211 [Link]

Sälzer, C. & Prenzel, M. (2017). Policy-Implications of PISA in Germany: The Case of Teacher Education. In: Volante, L. (Ed.). The PISA Effect on Global Educational Governance. Research in Education Policy and Politics Series, 109-125. Oxford: Routledge Press. [Link]

Naumann, J. & Sälzer, C. (2017). Digital reading proficiency in German 15-year olds: Evi-dence from PISA 2012. Zeitschrift für Erziehungswissenschaft, 20, 585-603. doi:10.1007/s11618-017-0758-y [Link]

Sälzer, C. & Lenski, A. E. (2016). Mind the gap: How students differentially perceive their school’s attendance policies in Germany. Journal of Education for Students Placed at Risk, 21(4), 246-260. DOI: 10.1080/10824669.2016.1206824 [Link]

Reiss, K., Sälzer, C., Schiepe-Tiska, A., Klieme, E. & Köller, O. (2016). PISA 2015: Eine Studie zwischen Kontinuität und Innovation. Münster: Waxmann. [Link]

Prenzel, M., Sälzer, C., Klieme, E. & Köller, O. (2013). PISA 2012: Fortschritte und Herausforderungen in Deutschland. Münster: Waxmann. [Link]